Downloaded from Stanmorephysics.com
1
CURRICULUM GRADE 10 -12
DIRECTORATE
NCS (CAPS)
LEARNER SUPPORT
DOCUMENT GRADE 12
LIFE
ORIENTATION
STEP AHEAD PROGRAMME
2021
Downloaded from Stanmorephysics.com
2
PREFACE
This support document serves to assist Life Orientation learners on how
to deal with curriculum gaps and learning losses as a result of the impact
of COVID-19 in 2020. It also captures the challenging topics in the Grade
10 -12 work. Activities should serve as a guide on how various topics are
assessed at different cognitive levels and also preparing learners for
informal and formal tasks in Life Orientation. It will cover the following
topics:
PAGE
TOPIC
1.
Study Skills
• Reflect on the process of assessment and examination
writing skills and apply these skills: revise own study
skills, strategies and styles
- Revise examination writing skills (read the question,
plan the response, answer the questions, etc.)
2.
Study Skills
• Importance of School Based Assessment
- Importance of obtaining the National Senior Certificate
(NSC):
- Develop a study plan for Grade 12
3.
Democracy and Human Rights
• The role of the media in a democratic society:
electronic and print media.
- Social media platforms: Social media footprint and
dangers of use and abuse, cyber wellness, cyber safety,
cyber bullying
4.
Democracy and Human Rights
• Freedom of expression and limitations
NUMBER
Downloaded from Stanmorephysics.com
3
-
Extent to which media reporting reflects a democratic
society: topics covered, positions taken by editors,
space allocated to topics and geographical distribution
(accessibility of information to different groups in
society)
5.
Democracy and Human Rights
• Critical analysis of media and campaigns
- Coverage of sport, sports personalities and
recreation activities.
6.
Democracy and Human Rights
- Ideologies, beliefs and worldviews on recreation
and physical activity across cultures and genders
Downloaded from Stanmorephysics.com
4
LESSON 1
Topic
Grade 12
: Study Skills
Term
One
Week
Duration
1 Hour
Weighting 2 Hours
Sub-topics
Importance of school based assessment.
Related Concepts /
Concepts
Terms / Vocabulary
Six
Date
➢ Assessment – is continuous planned process of
gathering information on achievement.
➢ Baseline assessment – takes place at the beginning
of the year when you start something new.
➢ Formative assessment – happens when you are
working on something.
➢ Summative assessment- happens at the end of the
project or a term.
➢ Learning process – is the process of gathering
information.
➢ SBA – refers to the various formal assessment tasks
that the learner does during the year.
Downloaded from Stanmorephysics.com
5
NOTES
The importance of school based assessments (SBA)
1. Assessment
What is an assessment?
•
An assessment is a continuous planned process of gathering information
on achievement.
Why do we assess?
•
To indicate clearly what needs to be achieved and to inform the learner
about the areas of study that need more attention. This will help improve
the standard of their work.
•
To identify how a learner cope with new knowledge, content and skills.
•
To specify whether a learner needs to do extra work or not.
•
An assessment is an important tool to identify the development of a
learner's potential.
The process of Assessment
An assessment has both positive and negative impact on the learner.
•
May increase anxiety due to the fear of failure (e.g. negative impact).
•
Might be excited as a result of obtaining a high score in a particular task
(e.g. positive impact).
Types of Assessments:
1. Baseline assessment- Usually takes place in the beginning of the year or when
starting something new e.g. topic. It is useful for both a learner and a teacher.
2. Formative assessment- To check the progress of the learner on a certain topic.
3. Summative assessment- Usually happens at the end of the project, term or
year.
4. Self-assessment and peer-assessment- This provides the learner an
opportunity to assess himself or classmates.
Downloaded from Stanmorephysics.com
6
An Important Tool for Assessment Preparation
Study Methods
1. Mind map- Link information in a logical way that will help a learner to remember
the information.
2. Summary- A learner can summarise information by writing only the important
sentences of a paragraph.
3. Mnemonic- Song creation can be used with a rhythm will help a learner to
remember more information.
4. Table- A learner might design a table will help him/her to organise information in
a logical connected way.
5. Flashcards- Small cards or pieces of paper on which the learn writes key points
and short bits of information.
6. Talk and listen- Read your notes out loud, discuss the study material out loud.
7. Be colourful- Use different colours to highlight important points in your notes or
flashcards.
8. Move about- Walk around while reading or repeating your notes on your
flashcards.
9. Study to music and rhythm- Tap your foot or fingers while you recite your
notes.
10. Role-play -Role-play being the teacher and explain the work to others.
LEARNER ACTIVITY
INFORMAL ASSESSMENT
Activity 1
Assignment: Grade 11 APS Score
•
Identify an HEI of your choice.
•
Specify what career you would like to pursue.
•
Research on the minimum entry requirements for your chosen career and
institution
•
Use your Grade 11 report to calculate your APS.
•
Determine if you would be accepted in a tertiary institution for the career of your
choice.
Downloaded from Stanmorephysics.com
7
(15marks)
Assessment Rubric
Task
components
Limited
information
Adequate
Proficiency
excellent
Marks
A grade 11
full report
with marks
and a
passing
score
Did not do
required
task
Did some
aspects of
the task
Did most of
what was
required
Task cover
all aspects
thoroughly
15
Marks
rewarded
0-2
3-5
6-10
11-15
Complete
report
without
calculated
passing
score
Complete
task with/
without
errors
Identification Improper
Incomplete
aspects
report/report report
format
15
TOPIC: Importance of School Based Assessment
Let us begin by looking at some definitions.
1.1. Define the term assessment.
(1)
1.2. What is School-based assessment (SBA)?
(1)
1.3. What is school-based assessment in South Africa?
(1)
1.4. In your view can SBA assist in reducing pressure of the examination?
(1)
1.5. Again, in your view, does SBA help the learning process, say why?
(3)
1.6. How many types of SBA are there, name them?
(5)
1.7. Most importantly, who administers, scores and records SBA?
(1)
[13 marks]
Downloaded from Stanmorephysics.com
8
LESSON 2
Grade 12
Topic: Study skills
Term
1
Week
Seven
Duration
1 Hour
Weighting 2 Hours
Sub-topics
Importance of obtaining the NSC.
Related Concepts / Higher Education institution, National Senior Certificate,
Terms /
financial assistance, key to your future.
Vocabulary
• NOTES
• Importance of Obtaining the National Senior Certificate (Nsc):
Develop A Study Plan For Grade 12
• Importance of obtaining the NSC
•
The National Senior Certificate is the key to your future and success.
•
The NSC is the key to opportunities to develop, grow and find employment. It is
the basis on which you can build your future. IT is important to obtain your NSC
because:
•
It allows you to study at an HEI. The better your marks are, the more choices you
have of HEIs and courses to study.
•
It is a basic requirement if you want to apply for a bursary.
•
Even if you are not going to study at an HEI, you will still need your NSC if you
want to work.
•
It is a basic requirement for many jobs.
•
Once you have your NSC, you can go back to studying at any time.
•
Having your NSC shows you can:
•
Identify and solve problems and make decisions using critical and creative
thinking.
•
Work effectively as an individual and with others as a member of a team.
•
Organise and manage yourself and your activities responsibly and effectively.
Downloaded from Stanmorephysics.com
9
•
Collect, analyse, organise and critically evaluate information.
LEARNER ACTIVITIES:
•
Learners will listen to the lesson introduction by the teacher and answer
questions to determine their prior knowledge.
•
Learners will refer to their textbooks as the teacher explains various concepts on
the topic, they will also answer various questions based on the topics to gain
more understanding.
•
Learners will come up with their own real life examples of situations that could
relate to the topic.
•
Learners will write the activity given by the teacher
INFORMAL ASSESSMENT
LEARNER ACTIVITY
LESSON 1
TOPIC: THE ROLE OF THE MEDIA IN A GRADE: 12
DEMOCRATIC SOCIETY
Term
2
Week
Duration
1hour
Weighting 4 hours
Sub-topics
Freedom of Expression and limitations
Date
Relationships that contribute or are detrimental to
well-being: Rights and responsibilities in
relationships
RELATED CONCEPTS/ Paparazzi, Whistle-blower, Investigative journalist,
TERMS/VOCABULARY Electronic media, print media
PRIOR-KNOWLEDGE / BACKGROUND KNOWLEDGE
•
Responsible citizenship.
•
Discrimination and human rights violations.
Downloaded from Stanmorephysics.com
10
RESOURCES
Text book, Workbook, Dictionary, Previous examination question papers.
NOTES
THE ROLE OF THE MEDIA IN A DEMOCRATIC SOCIETY:
Electronic and print media:
Key Concepts
•
Electronic media are any media that need electricity or batteries, such as the
Internet and emails, websites, blogs, Facebook, Twitter, radio, TV, film and
DVDs.
•
Print media: includes books, newspapers, magazines, pamphlets, brochures,
posters and billboards
•
Whistle blower - a person who reports illegal or immoral activities.
•
Investigative journalists - news reporters who try to find information that is of
interest to the public, but that someone or an institution may try to hide.
•
Blasphemy- something that is insulting
Role of The Media in a Democracy:
•
The role of the media is to inform society about daily events that are
newsworthy.
•
In a democracy, the media’s communicated, and educate.
•
The media play an important role in informing citizens about their government,
their rights. and freedom and their health and safety.
•
Expose violations of human rights.
•
Report on unlawful activities, the court and court cases.
•
Expose corruption and mismanagement.
•
Communicate, inform and educate and entertain.
•
Shape the public’s opinion.
•
Give political information that can inform voters.
Downloaded from Stanmorephysics.com
11
•
Identify problems in our country and communities.
•
Promote debate and discussion.
•
Promote nation-building, by giving access to diverse viewpoints and world views,
as well as sports cover.
The role and responsibility of the media in a democratic society
includes
•
Being fair
•
Honest and
•
Reliable
Examples of when the media does not fulfil their roles responsibly
include:
•
Most media make money from advertisements and sponsors. The media
therefore aim to satisfy the interests of their advertisers. These may not the
same as the interests of the public. They may withhold information or give
biased reports, to satisfy their sponsors.
•
News entertains rather than informs. Some media are filled with gossip,
scandals, sex and violence rather than facts.
•
Political news is often more about personalities, than about politicians’ work
and contributions. Media publicize the scandalous private lives of politicians and
their families, which have nothing to do with their work.
•
The lives of famous stars are made difficult by the paparazzi (photojournalists
who follow or chase after celebrities and politicians in both their public and
private lives, looking for scandal) who invade their privacy. The media are
like vultures when celebrities are in trouble; they persecute rather than
protect them.
•
The media sometimes exaggerate dangers and make people afraid for no
reason.
•
News and interpretation of events may be biased, incomplete or incorrect.
Downloaded from Stanmorephysics.com
12
•
The information in the printed press, radio and TV has been selected from a
large pool of information. Somebody, somewhere, made a decision on what was
necessary to tell the public and what not. What is not told may be just as
important as what is told.
FREEDOM OF EXPRESSION AND LIMITATIONS
Freedom of limitations means that you can express your ideas and opinions freely
through speech, writing, and other forms of communication. Freedom of expression is
a basic right in a democratic society, and it applies to everyone, including individuals
and the media. People may not express viewpoints that violate the rights of
others.
CONSTITUTIONAL LIMITATIONS TO FREDOM OF EXPRESSION
The right in the constitution does not include:
•
Propaganda for war
•
Incitement of imminent violence
•
Advocacy hatred that is based on race, ethnicity, gender or religion
•
Incitement to cause harm
This means you have freedom of speech, but cannot use hate speech. You cannot use
racist language, or discriminate against anyone. You can nor encourage people to
take part in violent acts, or hate others. The media may not publicize and distribute
anything that can damage or harm people.
BILL OF RIGHTS
What is the Bill of Rights?
It is the right of all people who live in South Africa called the Bill of right
Human Rights that you should be aware of:
•
Equality: All people are equal and must be treated equally
•
Personal privacy: You cannot be searched or have your home or possessions
searched without a warrant. (Principal of the schools, by law, do have the
Downloaded from Stanmorephysics.com
13
right possession of illegal substance and dangerous weapons) People
cannot open your mail or listen to your phone calls.
•
Freedom of religion, belief and opinion: Everyone can say or print or
photograph whatever they want provided they do not break the law.
•
Freedom of association: You can associate with whoever you want to.
Rights and responsibilities in sexual relationships
What is rape?
Rape is a type of sexual assault usually involving sexual intercourse or other forms
of sexual penetration carried out against a person without that person's consent. The
act may be carried out by physical force, coercion, abuse of authority, or against a
person who is incapable of giving valid consent, such as one who is unconscious,
incapacitated, has an intellectual disability or is below the legal age of consent.[1] The
term rape is sometimes used interchangeably with the term sexual assault.
Different kinds of rape:
•
Gang rape: Where a person is raped by more than one person.
•
Date rape: Rape by person you have a date with
•
Statutory rape: When a person has, or tries to have unlawful sex with a person
under the age of consent (16 years)
•
Sex with a child under the age of 12 years: Sex with a child under the age of
12 years, whether or not the consent, is seen as rape.
•
Acquaintance rape: Forced sex by someone the victim knows
•
Sexual abuse: Refer to act of sexual assaults such as fondling, rape or sexual
exploitation of minor by parents, caregiver or strangers.
Underage (16yrs and below) consentual sex?
When a person has or tries to have sex with a person under the age of 16 years with or
without consent it is rape.
What are power relations?
Downloaded from Stanmorephysics.com
14
Having power means having control over something or someone. In the relationship
one person may have power over another.
What is the traditional gender power relation?
In most societies men have more power than women.
The gender power roles are traditional in that they are followed by generation after
generation.
Men have power for number of reasons, e.g.
•
They are physically stronger than women
•
They have different biological roles
•
They have financial power if they earn all the money.
Sexual harassment the main way in which abuse of power takes place in the workplace.
In most cases men are abusing their power over women.
Extent to which media reporting reflects a democratic society a
democratic society.
You can analyse the following information to decide the extent or level to which the
media the media reflect a democratic society:
Topics covered in the media
•
Newspaper editors, radio station manager and TV bosses choose the topics to
cover and the time or space allocated to each story. These people do not
necessary have neutral opinion.
•
Many of them are guided mainly by commercial interests. So the first question
they would usually ask is: “Will this sell my newspaper or make people want to
watch my TV station? If I get many readers or viewers, will be able to charge
more for advertising? The people make decisions about which stories to report,
will also decide whether it is relevant to their audience, If there is public interest
in an issue, how newsworthy it is and what the entertainment value is.
•
e.g. Topics that are popular because people find the interesting of useful include
news, information about celebrities’, sports, religion, health, art, culture, politics,
entertainment job searching and school homework.
Downloaded from Stanmorephysics.com
15
Position taken by editors
•
Editors of newspapers and magazines have a lot of powers because, apart the
allocation of topics, space and content. They may also express opinions in
editorials.
•
An editorial is usually a short opinion piece that summaries the main news item
and give an opinion about it.
•
It is mostly used for good, such as urge the government to give each school a
library, or for people to stop participating in criminal activities or event
•
It reflects the be seen from the type of content allowed space allocated and slant
or focus of the news sports.
•
Editors may hold positions on a specific news item
Space allocated
•
Space is not only how big an item is, but is also about which page it appears on
in a newspaper or magazine, how much time is given to it in a TV or Radio
broadcast, whether it appears at the beginning or end of the news report, or
whether it appears on the home page of a website or if you can get it only by
following link.
•
Space allocation must always be fair.
Geographical distribution
•
The accessibility of information for different groups in SA is not equal.
•
People in rural areas may not have access to newspapers, cell phone coverage
readily available in some rural areas
•
People in rural area limited to listening only to local radio stations, or have
access to computers, the Internet or TVs.
•
Poor people may not afford newspaper.
•
This means that the media do not reach everybody.
Downloaded from Stanmorephysics.com
16
ACTIVITIES
LEARNER
•
Read the notes provided above.
•
Read the concepts together with their meanings.
•
Complete Activity 1 and 2.
INFORMAL ASSESSMENT
ACTIVITY 1: FREEDOOM OF EXPRESSION AND LIMITATION
Study the extract below and answer the questions that follow:
What is ‘Fake News’?
Fake news is the deliberate spread of misinformation, be it via the traditional
news media or via social media, with the intent to mislead in order to gain
financially or politically. It often employs eye- catching headlines or
fabricated news-stories in order to increase readership and, in the case of
internet-based stories, online sharing. Profit relies on advertising regardless of
the truth of the published stories. Anonymously-hosted fake news websites
lacking known publishers have also been implicated, because they make it
difficult to prosecute sources of fake news.
Anon
Write paragraph on the media in South Africa in which you:
•
Explain THREE ways in which truthful investigative journalism contributes to our
democratic society.
•
(3x2=6)
“The limitation to freedom of expression is applied when it threatens national
security, justice or the personal safety of an individual.” Critically discuss THREE
ways in which this limitation protects the citizens in a democratic South Africa.
(3X3=9)
[15]
Downloaded from Stanmorephysics.com
17
ACTIVITY 2:
Evaluate freedom of expression and its limitation.
Read the following extract and answer the following questions.
The media reaches many people and has the power to influence. As members
of a democracy we have the right to access information. As individuals we
need to be able to critically analyze the information given to us in order to rally
benefit from the media. We should an opinion on an issue only after
questioning and analyzing it. We should not and cannot simply believe
everything we tread and see in the media.
It is important to know the media functions in a democracy and why it matters
that all citizens gain information and exposure to diverse opinions. In a
democracy, as we have in South Africa, the role of the media is often hotly
debated.
•
In an essay analyze the role of the media in a democratic society. In your essay
discuss the concepts ‘freedom of expression and social responsibility’ and
evaluate THREE ways in which the South African media tries to achieve this
(10)
•
It is alleged that celebrities all over the world feel that media infringes their rights
to dignity, freedom and privacy. If you were appointed as a South African Press
Association (SAPA) president. Discus five correct measures you take to address
such a situation
(5)
[15]
Downloaded from Stanmorephysics.com
18
(Taken from: Solutions for all)
GRADE 12 LESSON
LIFE ORIENTATION
GRADE 12
LESSON ONE
TOPIC
DEMOCRACY AND HUMAN RIGHTS
TERM
2
GRADE: 12
WEEK
WEIGHTING
DATE:
DURATION
1 Hour
4 Hours
SUB-TOPICS
Social Media Platforms:
• Social Media footprint
• Dangers of use and abuse
• Cyber wellness, Cyber safety, Cyber bullying
RELATED CONCEPTS / TERMS / VOCABULARY
Cyber Bullying
Cyber Baiting
Data Protection
Firmware
Piggyback Programs
Virus
Data Protection
RESOURCES
•
•
•
•
Work sheets
Work book
Cell phone
Laptop
Catfishing
Cyber Security
Digital Security
Hacker
Sandboxing
White Hat Hacking
Digital Security
Sexting
Data Breach
Ethical
Password
Spoofing
Cyber Security
Ethical Hacking
Slut-Shaming
Hacking
Firewall
Phishing
Trojan
Data Breach
Firewall Hacker
Downloaded from Stanmorephysics.com
19
NOTES
SOCIAL MEDIA PLATFORMS:
• Social Media Footprints and Dangers of Use and Abuse
• Cyber Wellness
• Cyber Safety
• Cyber Bullying
“What you post online speaks VOLUME about
who you really are. POST with intention.
REPOST with caution.”
― Germany Kent
Downloaded from Stanmorephysics.com
20
New Words
•
Digital footprints
•
Active Digital footprints
•
Passive Digital footprints
Glossary
Must-know cyber security terms
As you’ve browsed the internet, you’ve probably run into a lot of terms like “phishing”
and “malware” and have been unsure what they mean and how they pertain to you. Now,
you don’t have to search for a definition that makes sense, as (almost) everything you
need to know is right here.
Are you ready to expand your cyber security vocabulary? Just keep reading.
•
Catfishing: Creating a fake identity on a social network account, usually a dating
website, to target a specific victim for deception.
•
Cyber security: A technique for protecting computers, networks, programs, and data
from unauthorized access or hackers for exploitation.
•
Data breach: When sensitive, protected, or confidential information is intentionally
released to an untrusted environment.
•
Data protection: Also known as data privacy and information privacy, the process of
safeguarding information so it doesn’t fall into the wrong hands.
•
Digital security: An all-encompassing term for the tools used to secure your identity,
data, assets, and devices.
Downloaded from Stanmorephysics.com
21
•
Ethical hacking: The practice of locating vulnerabilities and weaknesses in information
systems and computers by duplicating the actions and intent of malicious hackers who
seek to bypass security and search for gaps in systems that can be exploited.
•
Firewall: An internet traffic filter meant to stop unauthorized incoming and outgoing
traffic.
•
Firmware: Code that is embedded into the hardware of a computer.
•
Fileless Malware: Malware operating in-memory.
•
Flame: Also known as Flamer, sKyWIper, and Skywiper, a modular computer malware
discovered in 2012. It attacks computers running on Microsoft Windows.
•
Hacker: A cyber attacker who uses software and social engineering methods to steal
data and information.
•
Password: A secret word or phrase that is used to access a computer system or service.
•
Phishing: The method of obtaining user information through fraudulent communications
targeted directly at people. This is usually done through emails disguised as coming from
a legitimate source but delivers the target’s information back to the hacker’s actual
source.
•
Piggyback programs: Programs that are bundled into another program that a user
downloads in the hope that the user will select “next” by force of habit and install.
•
Plaintext: Text that can be read by the human eye, like this article!
•
Plugins: Customizable additions to software for extra functionality.
•
Private data: Data that is used to identify you, like your name, address, phone number,
or Social Security Number.
•
Sandboxing: An effort to increase security by isolating processes and browser tabs
from one another and the rest of the computer. .
•
Spoofing: An attack in which a person, or program, disguises themselves as another
by falsifying data to gain an advantage or the trust of someone else.
•
Trojan: A form of malicious software that disguises itself as a harmless computer
program but provides threat actors with the ability to execute any variety of attacks that
steal
•
Virus: Viruses are typically attached to files, applications or downloads that appear to
be non-threatening elements. Once downloaded, opened or executed, the virus can
piggyback onto programs to corrupt data or expand throughout a network and damage
systems across a company.
Downloaded from Stanmorephysics.com
22
•
White hat hacking: Hacking that is meant to do minimal damage and is usually done
out of curiosity.
•
Sexting: Sending mass emails or text messages that include nude or degrading photos
of the victim.
•
Slut shaming: This behaviour involves shaming someone, usually a girl, for the way
she dresses, acts or the number of people she has dated.
•
Cyber-baiting: Creating an incident that causes another person to become upset or
emotional and then record the incident.
•
Catfishing: Pretend to be someone else in order to lure an unsuspecting person into
a fake relationship.
YOUR DIGITAL FOOTPRINT PAINTS A PICTURE OF WHO YOU ARE
Every day, whether we want to or not, most of us contribute to a growing portrait of who we
are online; a portrait that is probably more public than we assume.
This portrait helps companies target content at specific markets and consumers, helps
employers look into your background, and helps advertisers track your movements across
multiple websites. Whatever you do online, you might be leaving digital footprints behind.
So no matter what you do online it’s important that you know what kind of trail you’re
leaving, and what the possible effects can be.
While it’s not possible to have ZERO footprints, the first steps toward reducing your digital
footprint and managing your digital identity are not that hard.
Here are some things that can help!
Learn The Basics: What’s A Digital Footprint?
Your digital footprint is all the stuff you leave behind as you use the Internet. Comments on
social media, Skype calls, app use and email records- it’s part of your online history and
can potentially be seen by other people, or tracked in a database.
How Do We Leave Digital Footprints?
This happens in many ways. Here are some of them.
Downloaded from Stanmorephysics.com
23
Websites and Online Shopping
Retailers and product review sites often leave cookies on your system which can track your
movement from site-to-site, allowing targeted advertisements that can show you products
you’ve been recently reading about or looking at online.
Social Media
All those +1s, Retweets, and Facebook comments (even private ones) leave a
record. Make sure you know what the default privacy settings are for your social media
accounts, and keep an eye on them. Sites often introduce new policies and settings that
increase the visibility of your data. They may rely on you just clicking “OK” to whatever
terms they are introducing, without reading them.
Mobile Phones, Tablets, or Laptops
Some websites will build a list of different devices you have used to visit those sites. While
this can often be used as a way to help secure your account, it is important to understand
the information being collected about your habits.
Know Why Should You Manage Your Digital Footprint
Make no mistake about it – the web is listening every time you use it! It’s important that
you understand what you’re leaving behind when you visit a website.
What is Cyber Wellness?
Cyber Wellness refers to the positive well-being of internet users. CYBER WELLBEING
education aims to equip students with an understanding of online behaviour and enable
them to be responsible for their own well-being in cyberspace.
Principles of Cyber Wellness
Downloaded from Stanmorephysics.com
24
These 3 main principles will guide your child's decision-making and anchor their wellbeing:
•
Respect for self and others.
•
Safe and responsible use.
•
Positive peer influence.
To stay safe and have positive experiences online, you can:
•
Model good digital habits.
•
Set ground rules for yourself for internet use.
Safe Commenting
Comments are a really valuable communication tool present on most social networking
sites and tools, however the feedback young people provide needs to be done positively,
and it is important that everyone feels safe and happy with what is being said.
Here are a few top tips for your child to remember:
Be Nice - Anything that is offensive, threatening or nasty is not acceptable. Within safe social networking
platforms, this includes insulting other people’s work.
No Bad Language – It’s important to use the same language you would if you were talking to someone
face to face. If you can’t say it in the classroom or at home, then don’t say it online.
Personal Information = Private – To ensure you are safe online you should never give out or ask for
mobile phone numbers, email or home addresses.
Talk to friends – Although commenting is a great way to keep in touch online, and to find out more about
someone’s work – you must remember that comments are usually public, and so might be visible to more
than just the friends you are sending them to.
Feedback – Feedback should be constructive, meaning your comments should pass on your knowledge
and ideas in a positive way.
Look out for each other – If you see unsuitable comments, or those that you don’t feel are acceptable, a
reliable and safe social networking platform or tool will allow you to report them.
Downloaded from Stanmorephysics.com
25
Downloaded from Stanmorephysics.com
26
Cyber bullying
Definition of Cyber bullying
Cyber bullying is the use of technology to harass, threaten, embarrass, or target another
person. Online threats and mean, aggressive, or rude texts, tweets, posts, or messages
all count. Posting personal information, pictures, or videos designed to hurt or embarrass
someone else is also included.
Types of Cyber Bullying
Harassment
Harassing someone is a common method of online bullying. This may occur when
someone uses one of these strategies.
Downloaded from Stanmorephysics.com
27
•
Engaging in “warning wars.” (Many internet service providers and social media sites
offer a way to report a user who is saying something inappropriate. Kids use these
report buttons as a way to get the victim in trouble or kicked offline.)
•
Participating in text wars or text attacks, which occur when bullies gang up on the
victim and send thousands of texts. These attacks not only cause emotional distress
but create a large cell phone bill.
•
Posting rumours, threats or embarrassing information on social networking sites such
as Facebook, Twitter, and Instagram.
•
Using text messaging, instant messaging and email to harass, threaten or embarrass
the target.
Impersonation
A cyber bully may also impersonate another, causing problems in that person's life.
The bully may:
•
Change the target’s online profile to include sexual, racist or other inappropriate things.
•
Develop a screen name that is similar to the victim’s screen name and then posting
rude or hurtful remarks while pretending to be the victim.
•
Pretend to be someone else in order to lure an unsuspecting person into a fake
relationship. This type of activity is often called catfishing.
•
Set up an account on a social networking site and posting as the victim while saying
mean, hurtful or offensive things online. Actual photos of the victim may be used to
make the account look authentic.
•
Steal the victim’s password and chatting with other people while pretending to be the
victim. The bully will say mean things that offend and anger the victim’s friends or
acquaintances.
Inappropriate Photographs
Bullying may include the use of embarrassing or inappropriate images. This may include:
•
Posting nude pictures on photo sharing sites for anyone on the Internet to view and
download.
Downloaded from Stanmorephysics.com
28
•
Sending mass emails or text messages that include nude or degrading photos of the
victim. This behaviour is often called “sexting,” and once the photos are sent, there is
no way to control it. The photos can be distributed to hundreds of people within just a
few hours.
•
Taking nude or degrading pictures of the victim in a locker room, a bathroom or
dressing room without his or her permission.
•
Threatening to share embarrassing photos as a way of controlling or blackmailing the
victim.
•
Using photographs to shame someone online. One common tactic teens use is to
engage in slut-shaming. This behaviour involves shaming someone, usually a girl, for
the way she dresses, acts or the number of people she has dated.
Website Creation
A bully may create a website, blogs, or poll to harass another person. The bully may:
•
Conduct an Internet poll about the victim. Questions in the poll may vary including
everything
from who is ugly and who smells to who is dumb and who is fat.
•
Create a blog about the victim that is embarrassing, insulting or humiliating.
•
Develop a website with information that is humiliating, embarrassing or insulting for the
victim.
•
Post rude, mean or insulting comments about the victim via the chat option of online
gaming sites.
•
Post the victim’s personal information and pictures on a website, which puts the victim
in danger of being contacted by predators. Spread rumours, lies or gossip about the
victim online through websites or blogs.
Video Shaming
The use of videos may be used for online bullying. It may involve:
•
Creating an incident that causes another person to become upset or emotional and
then record the incident. This type of activity is often referred to as cyber-baiting.
Teachers are a common target for cyber-baiting incidents.
Downloaded from Stanmorephysics.com
29
•
Posting these videos to YouTube in order to allow a larger audience to view the
incident.
•
Sharing a video via mass e-mail or text messaging to humiliate and embarrass the
victim.
•
Using a camera phone to video and later share a bullying incident, which may include
one or
more kids slapping, hitting, kicking or punching the victim.
Effects of cyber bullying on children / teenagers
Overwhelmed
•
Being targeted by cyberbullies is crushing especially if a lot of kids are participating in
the bullying.
•
It can feel at times like the entire world knows what it is going on.
•
Sometimes the stress of dealing with cyber bullying can cause kids to feel like the
situation is more than they can handle.
Powerless
•
Victims of cyber bullying often find it difficult to feel safe.1 They feel vulnerable and
powerless.
•
Bullying can invade their home through a computer or cell phone at any time of day or
night. They no longer have a place where they can escape. To a victim, it feels like
bullying is everywhere.
Humiliated
•
When cyber bullying occurs, the nasty posts, messages or texts can be shared with
multitudes of people.
•
Because people know about the bullying, this can lead to intense feelings of
humiliation.
Worthless
•
Cyber bullying often attacks victims where they are most vulnerable.
•
Targets of bullying may feel intense dissatisfaction with who they are.
Downloaded from Stanmorephysics.com
30
•
As a result, targets of cyber bullying often begin to doubt their worth and value. They
may respond to these feelings by harming themselves in some way.
Disinterested
•
When cyber bullying is ongoing, victims often relate to the world around them
differently than others.
•
For many, life can feel hopeless and meaningless. They lose interest in things they
once enjoyed and spend less time interacting with family and friends. And, in some
cases, depression and thoughts of suicide can set in.
•
They may also feel disinterested in school and their performance at school suffers as
they find it difficult to concentrate or study because of the anxiety and stress the
bullying causes. Cyber bullying victims often have much higher rates of absenteeism at
school than non-bullied kids. They skip school to avoid facing the kids bullying them or
because they are embarrassed and humiliated by the messages that were shared.
Depressed
Victims of Cyber bullying often succumb to anxiety, depression and other stress-related
conditions. This occurs primarily because Cyber bullying erodes their self-confidence
and self-esteem. Additionally, the added stress of coping with Cyber bullying on a regular
basis erodes their feelings of happiness and contentment.
Suicidal
• Cyber bullying increases the risk of suicide.
• Kids that are constantly tormented by peers through text messages, instant
messaging, social media, and other outlets, often begin to feel hopeless.
• They may even begin to feel like the only way to escape the pain is through suicide.
• As a result, they may fantasise about ending their life in order to escape their
tormentors.
What can be done about Cyber bullying?
Downloaded from Stanmorephysics.com
31
Sometimes, people are afraid or not sure if they're being bullied or not. So, they don't do
anything about it. If you're being bullied, harassed, or teased in a hurtful way — or know
someone who is — you don't have to suffer in silence. In fact, you absolutely should
report any upsetting texts, messages, posts, or emails.
•
Tell someone. The first thing to do is tell an adult you trust such as the school
counsellor, a trusted teacher or a close family member. This is often easier said than
done. People who are cyberbullied may feel embarrassed or reluctant to report a bully.
Some may hesitate because they're not 100% sure who is doing the bullying. But
bullying can get worse, so speak up until you find someone to help. Sometimes
the police can track down an anonymous online bully, so it's often worthwhile to report
it.
•
Walk away. What you've heard about walking away from a real-life bully works in the
virtual world too. Ignoring bullies is the best way to take away their power, but it isn't
always easy to do — in the real world or online. Don't respond, and never forward the
message to someone else. Find something to distract yourself from what's going on.
Taking a break like this allows you to keep things in perspective and focus on the good
things in your life. It also gives you time to figure out how you want to handle things.
•
Resist the urge to retaliate or respond. Walking away or taking a break when you're
faced with online bullying gives you some space so you won't be tempted to fire back a
response or engage with the bully or bullies. Responding when we're upset can make
things worse. (Standing up to a bully can be effective sometimes, but it's more likely to
provoke the person and escalate the situation.) Taking a break gives the power back to
you!
•
Although it's not a good idea to respond to a bully, it is a good idea to save evidence
of the bullying if you can. It can help you prove your case, if needed. You don't
have to keep mean emails, texts, or other communications where you see them all the
time — you can ask a parent to make a copy or save them to a flash drive.
Downloaded from Stanmorephysics.com
32
•
Report bullying. Social media sites take it seriously when people post cruel or mean
stuff or set up fake accounts. If users report abuse, the site administrator may block the
bully from using the site in the future. If someone sends you mean texts or emails,
report it to phone service or email providers (such as Comcast, Google, and Verizon).
•
Block the bully. Most devices have settings that let you electronically block the bully
or bullies from sending notes. If you don't know how to do this, ask a friend or adult
who does.
•
Be safe online. Password protect your smartphone and your online sites, and change
your passwords often. Be sure to share your passwords only with your parent or
guardian. It's also wise to think twice before sharing personal information or
photos/videos that you don't want the world to see. Once you've posted a photo or
message, it can be difficult or impossible to delete. Therefore, remind yourself to be
cautious when posting photos or responding to someone's upsetting message.
Ways to avoid Cyber bullying
•
Educate yourself: To prevent Cyber bullying from occurring you must understand
exactly what it is. Research what constitutes Cyber bullying, how and where it occurs,
and talk with your friends about what they are seeing and experiencing.
•
Protect your password: Safeguard your password and all private information from
inquisitive peers. You don't want to give bullies the opportunity to post
false/private/embarrassing information or pictures on your social media pages or send
them to the whole school through email.
•
Keep photos PG: Before sending a racy photo of yourself to a peer or posting it online,
consider if this is something you would want others to see, especially your family. Bullies
can use this picture as ammunition to make your life miserable.
•
Pause
before
you
post: Don't
post
anything
that
can compromise
your
reputation. People will judge you based on how you appear to them, bullies can use it
as fuel.
•
Raise awareness: Bring awareness to Cyber bullying whether it be through a
movement, a club an event or campaign. Knowledge is power.
Downloaded from Stanmorephysics.com
33
•
Set up privacy controls: Restrict who can see your online profiles to only trusted
friends.
•
"Google" yourself: Every once in a while, search our name on all major search engines
and see if any personal information or photos come up. If you find something that can
be used by cyberbullies to target you, take action and have it removed.
•
Never open messages from people you don't know: Delete all messages without
reading them from people you don't know, as they could contain viruses and infect your
computer. The same goes for messages from known bullies. It is best to not engage and
ignore them.
•
Don't be a cyberbully: remember the phrase your parents instilled in you as a kid "treat
other as you want to be treated". If you are mean to others online, it reinforces the idea
that that kind of behaviour is acceptable.
•
Log out of your accounts on public computers: Similar to not sharing your
passwords, don't give anyone the slightest chance to pose as you or to share false
information. Also, by staying logged in, you run the risk of the bully changing your
password and locking you out for a period of time.
If a Friend Is a Bully…
If you know of a friend who is acting as a cyberbully, take him or her aside and talk about
it. Without putting your friend down, stand up for your own principles: Let the bully know
it's not OK.
Explain to your friend that bullying can have serious consequences: for the bully, for
those being bullied, and even for bystanders like you and your friends.
ACTIVITIES
Learner Activities
Downloaded from Stanmorephysics.com
34
Learners to take down footnotes as educator elucidates salient concepts.
In groups learners to follow the educators’ Instructions during demonstration and to
Practice the forms of security checks online.
In groups learners to research on given concepts and discuss as peers
These concept include:
•
Sense – Identify possible online risks and protect themselves.
•
Think – Analyze, evaluate and reflect on a situation based on the CYBER
WELLBEING principles.
•
Act – Take actions to keep safe and be a positive influence online
As part of the Feedback session the learners to be involved in a question and answer
session where the concepts are explained and discussed.
INFORMAL ASSESSMENT
Activity 1
(adapted from www.tesresources.com /cyber footprints)
1.1.
Study each of the above tweets and describe the point that the celebrity is trying to
make and why they have would have regretted it?
(2
x 2) (4)
1.2.
Discuss how the tweeters could prevent mass audiences from viewing these
embarrassing tweets. Would this be effective?
+ 2) (3)
(1
Downloaded from Stanmorephysics.com
35
Activity 2
Case Study
Read the following article and answer the questions that follow
Paris Brown: Kent youth PCC resigns after Twitter row
The UK's first youth police and crime commissioner, Paris Brown, has
resigned from her post following criticism of messages she posted on
Twitter.
The 17-year-old, who was appointed last week, said she was "quitting
in the interests of the young people of Kent".
Police are investigating her over tweets she posted between the ages
of 14 and 16 which could be considered racist and homophobic.
(adapted from www.the guardian.co.uk)
2.1.
Why did Ms Brown retire as crime commissioner?
(1 x 2) (2)
2.2.
Discuss the Impact that Ms Brown’s actions has on her career.
(1 x 2) (2)
References
tes . (2020, December). online presence. Retrieved from www.tesresch.co.uk.
The Guardian. (n.d.). Your Digital footprint. Retrieved from www.the guardian.co.uk.
Downloaded from Stanmorephysics.com
36
Activity 2
Case study
How to take a stand against cyber bullying
By Yasmine Jacobs
The 20th of November marks International Stand Up to Bullying Day. This semi-annual event
encourages people to take a visible stance against bullying and serves as an opportunity to
tackle a type of bullying that has plagued children for years.
It’s not physical but the mental scars remain.
Now is the time for parents to be proactive in speaking to their children about online safety
and cyber bullying.
Cyber safety expert, founder of SaveTNet Cyber Safety and author of “Raising a SCREEN
SAVVY child”, Rianette Leibowitz, lists tips on what parents need to consider.
Downloaded from Stanmorephysics.com
37
“There are different types of cyber bullying and it is a process of using the internet and digital
platforms to intentionally embarrass or hurt someone. To help them deal with this, children
need cyber savvy parents.
*Tell your child what cyber bullying is, what the signs are as well as how to recognise it. It is
and will be important for them to identify and vocalise this.
*Check their privacy settings, terms and conditions and usage rights of the platforms your
children are on.
*Make sure to adhere to age restrictions specified by the platforms. Also make use of parental
control apps and set up a social media or internet usage agreement with your children so that
you are both on the same page of what is acceptable or unacceptable online behaviour.
*Be interested and involved in your child’s online world and have regular conversations about
the friends they meet, the games they play and the risks involved.
“While we cannot always control the internet and social media usage of our children, we have
to be realistic that they are susceptible to being bullied. It is important then that we, as
parents, equip both them and ourselves as best as possible to deal with this issue.” said
Rousseau.
Source adapted from The Mercury, 20 November 2020
Questions
1. What do you understand by the term Cyber bullying?
(1)
2. List and describe THREE types of Cyber bullying?
(3x2)
(6)
3. Recommend THREE ways how Cyber bullying can be avoided.
(3x2) (6)
4. From the article above, suggest TWO ways in which parents can be proactive in
ensuring that their child is not a victim of Cyber bullying.
(2x1) (2)
[TOTAL: ACTIVITY 1 =
15]
Activity 3:
Cyber wellness Quiz
Instructions
Downloaded from Stanmorephysics.com
38
Teacher will divide class into two groups. Each learner in the group will do the quiz. 5 minutes
will be allocated to complete the quiz. Once the learners have completed the quiz, the
learners will swap their answer page with learners in the other group. Teacher will call out the
answer and the learner ticks on the answer page he/she has. Answer page is then handed
back to learner. Group with the highest points wins.
Questions and Answers
•
1. In chat rooms, nobody can identify you unless you want them to.
(1)
o
o
•
2. If you have an online friend that you have known online for a long time, and one day
wants to meet you. What should you do?
(1)
o
o
•
A. Disagree, telling him that there is no need to know such valuable information.
B. Tell him every detail that he asks for.
4. Your online friend sends you an unknown file, claiming that it is a cool game that
appeals to you. Should you download it?
(1)
o
o
•
A. Say, some other time, and be wary of him in the future.
B. Agree straight away and arrange the time and place for the meet-up
3. Your online friend asks you for your personal details or even your parent’s credit
card number. How do you respond?
(1)
o
o
•
A. True
B. False
A. Download it excitedly.
B. Cancel the download request.
5. You go to a website and spot an advertisement that says that you have won a sum
of money. Should you click on it?
(1)
o
o
A. Click on it and claim the prize!
B. Cancel the browser, or ignore the advertisement.
6. Your school mate recommends you to a pornographic site, claiming that it has no
harm whatsoever. Do you think its right to access it?
(1)
Downloaded from Stanmorephysics.com
39
o
o
•
A. Yes, what my friend says is always right.
B. No, pornography is harmful and should not be viewed by youths.
7. When you received e-mail messages that frightened or bother you, how do you deal
with them?
(1)
o
o
o
o
A. Try to block further e-mails from the sender
B. Tell a friend.
C. Reply to the sender yourself.
D. Tell an adult.
8. You can say anything you want online – as long as it’s in your personal webpage.
(1)
o
o
A. True
B. False
9. Which of the following make the best password?
(1)
o
o
o
o
A. Your pet’s name
B. Your mother’s maiden name
C. A combination of numbers, symbols and letters
D. Your favourite colour
10. What type of information are teens most likely to give over the Internet to win a prize
in a contest?
(1)
o
o
o
o
A. Their names
B. Their home address
C. Their e-mail address
D. Their age and gender
11. Which of the following can’t spread computer viruses?
(1)
o
o
o
o
•
A. Emails
B. Downloadable files from websites
C. Disks or CDs
D. Text documents
12. When you're surfing the Net, websites can find out information about you through:
(1)
Downloaded from Stanmorephysics.com
40
o
o
o
o
o
A. Your Internet Provider (which connects you to the Internet)
B. Your computer name
C. Cookies lodged on your hard drive
D. The last website you visited
E. All of the above
(12x1)(12)
[TOTAL ACTIVITY 2 =
12]
Bibliography
De Lench, B. (2018, July ). 10 Tips to prevent Cyber bullying. Retrieved from MomsTeam:
https://www.momsteam.com/health-safety/10-tips-teens-prevent-Cyber bullying. Date
accessed [5 December 2020]
Gordon, S. (2020, July ). What are the effects of Cyber bullying. Retrieved from Real life effects of
Cyber bullying on children: https://www.verywellfamily.com/what-are-the-effects-of-Cyber
bullying-460558. Date accessed [5 December 2020]
Jacobs, Jasmine. 2020. How to make a stand against Cyber bullying. The Mercury. 20 November: 8
Pearl-Ben, E. (2018, April ). Cyber bullying. Retrieved from TeensHealth from Nemour:
https://kidshealth.org/en/teens/Cyber bullying.html. Date accessed [5December 2020]
Unknown. (2017, April). Cyber Wellness Quiz. Retrieved from ProProfs Quizzes:
https://www.proprofs.com/quiz-school/story.php?title=cyber-wellness-quiz. Date accessed [5
December 2020]
Downloaded from Stanmorephysics.com
41
LESSON 2
TOPIC: The role of the media in a democratic GRADE: 12
society
Term
2
Week
Date
Duration
1 HOUR
Weighting
Sub-topics
Analysis of media and campaigns
4 hours
Coverage of sports, sports personalities and
recreation activities
Related Concepts / Terms
Target market, media channels, legislation, reporting of
/ Vocabulary
news, gathering of news, privacy, dignity, reputation,
advocacy, headlines, posters, pictures and captions
PRIOR-KNOWLEDGE/ BACKGROUND KNOWLEDGE
Importance of critically analyzing the media
Evaluate the media’s tolerance and fairness in reporting
Comment on the selection of content, sources used, types of stories, level of commercial
content, such as space used for advertisement.
RESOURCES
Textbook, newspaper articles and magazines, workbook
NOTES
Critical analysis of media and campaigns
Media
The term media, which is the plural of medium, refers to the communication channels
through which we disseminate news, music, movies, education, promotional messages and
other data. It includes physical and online newspapers and magazines, television, radio,
billboards, telephone, the internet and fax
Downloaded from Stanmorephysics.com
42
The media can be evaluated according to the SA Press code, which
includes:
•
reporting of news
•
gathering of news
•
independence and conflict of interest
•
privacy
•
dignity and reputation
•
discrimination and hate speech
•
advocacy
•
comment
•
children
•
violence
•
headlines, posters, pictures and captions
•
Confidential and anonymous sources
Campaigns
Campaigns are movements, drives or crusades that push, fight or advocate for an issue.
For example, there have been campaigns to get rid of corrupt officials, deal with road
accidents and educate the country about HIV.
Media campaigns
A media campaign may be defined as a planned series of newspaper articles or television
interviews, for example, that are intended to achieve a particular aim.
Media campaigns are created to influence the behaviour of a target audience in some
desired way. For example, the goal of a product advertisement on television is to inform
viewers about the existence and the uses of the product and to persuade them to buy it.
We should not believe everything in the media without question. Media freedom comes with
the responsibility to be ethical and objective, but we need to critically analyse what the
media present and how they present it.
Downloaded from Stanmorephysics.com
43
Types of media
•
Print media (viewed through printed resources)
•
Electronic media (virtual media viewed through electronic devices)
Coverage of sports, sports personalities and recreation activities
South African is a sporting nation and our love for sports is reflected in all types of media
reports, television and radio broadcasting, newspapers and sports magazines. However,
the media tend to focus on the so-called big five sports in south Africa, namely men’s
soccer, rugby, cricket, golf and motor racing. These sports get a great deal of coverage.
Sports such as netball, women’s soccer, hockey, canoeing, table tennis, indigenous games
and orienteering are often under reported. Sportsmen dominate the sports media over
sportswomen.
Media coverage of sports personalities
•
Media coverage of sports personalities tend to favour high achievers, they receive a
lot of attention, people who cause scandals, people who achieve against all odds.
•
Women are often referred to in sexiest terms as girls, whereas men are referred to
as men.
Some people criticise the media for a number of issues:
1. Problem with content
•
Content is dominated by business and or government.
•
Content is often influenced by advertisers.
•
Alarming the public by blowing up minor issues.
•
Concentrate more on entertainment
2. Problems with presentation of the story
•
Inaccurate reporting where facts haven’t not been properly researched.
•
Sensationalism is used to make a story more interesting.
•
Base and subjective reporting especially during election times.
•
Sometimes perpetuates stereotypes.
Downloaded from Stanmorephysics.com
44
ACTIVITIES
Learners
•
Refer to the notes given above.
•
Explain the importance of campaigns
•
Complete Activity 1, 2 and 3.
INFORMAL ASSESSMENT
ACTIVITY 1: Critically analyse the campaign against crime
Study the extract below and answer the questions that follow:
[Taken from focus life orientation]
1.1.
Mention THREE aims of this campaign
(3)
1.2.
Provide TWO reasons why think boys are more likely to use drugs.
(2)
1.3.
Suggest THREE ways in which the community can support the campaign so that it
would be more effective.
1.4.
(3x2=6)
Critically discuss TWO ways in which one could evaluate the impact of this
campaign.
(2x2=4)
[15]
Downloaded from Stanmorephysics.com
45
Activity 2: Analyze sports personality coverage
Read the scenario and the newspaper extracts 1, 2 and 3 shown above
before you give written answers to these questions.
[Taken from Focus on Life Orientation]
2.1.
Decide which newspaper has the most accurate report. Give a reason for your
answer.
2.2.
(2)
Indicate which newspaper(s) give inaccurate reports. Give reasons for your answer.
(4)
Downloaded from Stanmorephysics.com
46
2.3.
Explain why you think the newspaper reports are different.
2.4.
Do you agree that sports personalities such as coaches should have their private
2.5.
(3)
lives publicised by the media? Give reasons for your answer.
(3)
Suggest what the result of inaccurate or biased sports coverage could be.
(3)
[15]
Activity 3: Investigate sports and recreation coverage
Look at the newspaper extracts below than answer the questions that
follow
[Taken from focus life orientation]
3.1.
Which sport got the most coverage? Give reasons why you think it received
more coverage than other sports
3.2.
(4)
Compare the newsworthiness or interest value of the sports that got more coverage,
to the newsworthiness or value of the sports that got less coverage.
(4)
Downloaded from Stanmorephysics.com
47
3.3.
Critically evaluate the coverage of both genders and disabled sportspeople on the
sports page.
3.4.
(2)
Suggest how the media can change their sports reporting to be fairer to
women, people living with disabilities and to marginalized or smaller sports
codes
(5)
[15]